Professor
Department of Language and Literacy Education (LLED)
Dr. Roger’s research focuses on how youth/adolescents use literacy practices in learning and civic engagement in formal and informal educational contexts. Her work extends the notion of literacy practices to include a range of media, arts, and critical practices. She has been particularly interested in examining the literacies of disenfranchised youth, including street youth, as productive, critical and engaged practices. She also does research on critical perspectives in teaching literature in classrooms.
Contributions:
Rogers, T., Winters, K., Perry, M and LaMonde, A. (in press, 2014) Youth, critical literacies and civic engagement: Arts, media and literacy in the lives of adolescents. New York: Routledge.
Rogers, T., Winters, K., LaMonde, A., & Perry, M. (2010). From Image to Ideology: Analyzing shifting identity positions of marginalized youth across the cultural sites of video production. Pedagogies: An International Journal, 5 (4).
Rogers, T., Marshall, E., & Tyson, C. (April 2006). Dialogic narratives of literacy, teaching, and schooling: Preparing literacy teachers for diverse settings. Reading Research Quarterly, 41(2), 202 - 224.
Sanford, K., Rogers, T. & Kendrick, M. (in press, 2014). Everyday Youth Literacies: Critical Perspectives for New Times. Singapore: Springer. Series Editor, Victoria Carrington.
Rogers, T., & Soter, A. (Eds.). (1997). Reading across cultures: Teaching literature in a diverse society. New York: Teachers College Press.
Keywords:
Literacy education; Adolescent literacies; Sociocultural perspectives on literacy and teaching; Teacher education; English education; Young adult literature, Literature instruction; Qualitative methodology.
theresa.rogers@ubc.ca
Departmental profile page
Departmental profile page